*Scroll down to the bottom of the page to access printable calendars and quick links to other school calendars.

** Due to multiple school cancellations during the 2018-19 school year, SSP Schools has had to add in student makeup day. Scroll to the bottomto review the FAQ on student makeup days.

Early Learning (birth-5) Calendar

Student Makeup Days FAQ

South St. Paul Public Schools understands that any change to the approved school year calendar may represent a significant change for our staff and families. We appreciate that adding back student days may impact previously planned vacations or other scheduled activities. We do not take such changes lightly. However, we are committed to providing as much learning time for our students and teachers as possible and therefore believe that this recommendation is in the best interest of our SSP learners.

Student Makeup Days FAQ:

When is the new student makeup day?

According to state required student contact hours and District Policy 307, school closing days of four days or more in one school year may result in a make-up day.

At a special meeting on Feb. 8, the School Board approved changing the previously scheduled non-student day on Friday, Feb. 15 to a regular student day for PreK-12.

As a result of the Feb. 20 school closure, the School Board is being asked to approve another student makeup day, changing Friday, April 19 from parent-teacher conferences/professional day to a regular student contact day for PreK-12.

Why is SSP requesting a makeup day for students?

First and foremost, the decision to makeup a student contact day is about recovering critical lost learning time for our SSP students. So far this year, the district has canceled school six days, and delayed the start of school twice, resulting in more than 6.5 days of lost learning time for students. In addition, the district now falls below the minimum number of student contact hours required by the state.

What are the state requirements for student contact hours?

According to MN Statute 120A.41, districts must include a minimum number of instructional hours depending on the age of the student:

All-day Kindergarten = 850 hours

Grades 1-6 = 935 hours

Grades 7-12 = 1,020 hours

How many days have been canceled this school year?

As of Feb. 20, 2019, the district has canceled school six days, and delayed the start of school by two hours twice.

School Day Closed

Date

Calendar Change Requiring Board Action

Day 1

Nov. 22, 2018

No Board Action Needed

still meeting minimumrequirements

Day 2

Jan. 28, 2019

No Board Action Needed

still meeting minimumrequirements

Day 3

Jan. 29, 2019

No Board Action Needed

still meeting minimumrequirements (grades K-11)

Grade 12 will now attend school June 3, 2019*

Day 4

Jan. 30, 2019

No Board Action Needed

still meeting minimumrequirements (grades K-11)

Grade 12 will now attend school June 4, 2019*

Day 5

Jan. 31, 2019

Board Action Requested

Calendar change needed to meet minimum hours for grades K-12.

Feb. 15, 2019 will change from a professional development day to a student day.

Day 6

Feb. 20, 2019

Board Action Requested

Calendar change needed to meet minimum hours for grades K-12.

April 19,2019will change from a professional development day/parent-teacher conferences to a student day.

Day 7 andbeyond –

-----

TBD

* Originally, the last day for grade 12 was scheduled to be May 31, 2019. As a result of the number of school closings this school year, seniors would fall below the minimum number of hours required. Students in grade 12 will now attend June 3 and 4, 2019, in addition to the recommended Feb. 15, 2019 student contact day in order to meet state requirements.

** NOTE: Late starts, such as the 2-hour delays called on Feb. 4 and Feb. 8, do not factor into lost student contact hours according to state requirements. They do, however, factor into lost learning time.

When was this decision made to change Feb. 15 to a student day?

When the district was getting close to reaching the threshold to where it would need to identify makeup days, district leadership began evaluating options. On the afternoon of Jan. 31, 2019, a communication was sent to all staff and families and posted on the district’s website and social media channels about the recommendation to change Feb. 15 to a student day. While not formally approved by the School Board at this time, the district wanted to make sure that families had as much notice of the change as possible. Additionally, this communication was repeated in school and district newsletters on Feb. 7 and 8 and plans are in place to push out a direct communication to families following action by the School Board at a special meeting on Friday, Feb. 8.

When was this decision made to change April 19 to a student day?

When the district was getting close to reaching the threshold to where it would need to identify makeup days, district leadership began evaluating options. On the afternoon of Jan. 31, 2019, a communication was sent to all staff and families and posted on thedistrict’s websiteand social media channels about the recommendation to change Feb. 15 to a student day. At that time, additional dates were considered should the other cancellations occur. On Feb. 25, the School Board approved changing April 19 to a student day.

What other dates were considered for makeup days?

District leadership looked at all available non-student dates through mid-June as possible makeup dates. A number of factors played into the decision to recommend Friday, Feb. 15 as the makeup day.

Recapture lost learning time as soon as possible

Align with employee contractual agreements

Identify additional makeup dates later in the calendar given that there remain several weeks left of potential winter weather closings.

As such, the district considered changing other existing professional days on March 7 or 8 and April 19 to student contact days. Per the factors noted above, these dates are being held in reserve should additional cancellations occur yet this year. In addition, the district considered adding a day at the end of the school year after the scheduled last day on June 6. Due to scheduling conflicts with district facilities on the evening of June 6 (e.g., Graduation, other commencement activities), it was decided that adding June 7 as a student contact day was the least viable option at this time.

ADDITION: At the time of the decision to change Feb. 15 to a student contact day, the administration began discussing the possibility of additional makeup days. As such, with the Feb. 20 school closure, it was determined that the next best option would be to change Friday, April 19 to a student contact day. The district has been exploring alternative ways to offer parent-teacher conferences for some time, and this need for an additional makeup day provides an opportunity for the Secondary School to move ahead with trying a new format. The hope is that a fresh approach to conferences will help enhance school-to-home connections and improve student outcomes. Plans are still under review, but once finalized, the district will communicate the change for third trimester conferences to all staff and families.

What about Gov. Walz saying he won’t penalize districts for failing to meet state minimums?

On Jan. 31, the local media widely reported that Gov. Walz said he did not want to penalize districts for erring on the side of student safety and canceling school due to extreme cold. SSP leadership appreciates the Governor’s support of local district decisions. However, since that time it has been made clear that authority for such decisions actually resides with the Legislature as the requirements about student contact hours are in state statute. As such, the Minnesota Department of Education (MDE) sent districts additional guidance on what happens when a district falls below state minimum requirements for student contact time.

Specifically, this communication addressed concerns about financial penalties if a district cancels school. According to MDE, “There is no financial penalty for having too few days or too few instructional hours. Statute does not provide a penalty for not meeting these requirements. However, students whose average daily membership (ADM) is based on a statute-defined number of hours will generate fewer membership hours if the canceled instruction is not rescheduled.” As state aid is determined by the number of ADMs a district generates, a decrease in ADMs could result in decreased revenue for SSP Schools.

Will SSP Schools lose money if days are not made up?

As noted above, SSP schools only faces a financial impact if its annual student hours fall below state minimums. With the fifth cancellation of the school year on Jan. 31, the district falls below that threshold and thus faces fewer membership hours on which state aid is calculated. (Note that the district does not face lost revenue for 2-hour delays, only with full-day cancellations).

Potentially, if student hours are not recaptured, the district could lose significant revenue, including money that it currently uses for targeted service and interventions (e.g. Learning Academy, credit recovery, summer school, etc.). On average, the district generates between $250,000 and $500,000 annually in these “extended time” revenue dollars. While it is unclear just how a potential legislative waiver or change to current law will impact state aid, any such change or waiver requires action at the Legislature, which if enacted, will take time to work through the legislative process.

What is being done to ensure that this situation does not happen again in SSP?

While the district has no control over the weather, it is in the process of creating plans for digital learning days that would not count against the district for student contact hours and is advocating with our state representatives for more local control.

Digital Learning Day Plans

Effective with fiscal year 2018, the state has allowed districts to adopt e-learning plans that provide up to five digital or e-learning days due to inclement weather. Digital or e-learning days are defined as instructional days on which no students in the school attend at the school site but all students are required to participate in instruction online. Requirements of the plan include consultation with the teachers, accommodations for students who lack access to internet at home or digital devices, and accessible options for students with disabilities. The district must notify families and students of the potential for e-learning days at the beginning of the school year, and at least a two-hour notice before the school start time that students will follow the e-learning day plan on a scheduled instructional day. Each student's teacher must be accessible both online and by telephone during normal school hours on an e-learning day to assist students and parents.

SSP Schools is in the process of developing such e-learning plans and intends to present them to the School Board later this spring. Once approved, these plans would be effective starting with the 2019-20 school year. Due to submission and reporting requirements, such plans are not accessible for SSP Schools for the current school year.

Legislative Advocacy

As we do annually, the district creates a legislative platform for which we advocate with our local representatives about changes at the state level that would positively impact SSP Schools. This year, in addition to again advocating for referendum equalization and special education cross-subsidy relief, which would significantly improve state funding for SSP, we are also asking for more local control and relief from state policy mandates such as minimum student contact hours.

Specifically, the district is in favor of:

A special waiver for districts for the 2018-19 school year due to extreme weather conditions. This waiver would release back to local districts the ability to articulate student contact hours based on individual student learning needs.

Expansion of the state’s innovation zone law to include opportunities for local school districts to view student contact time as a variable that should align with individual learning needs, rather than as a constant to which learning and districts must adhere. By focusing on learning as the constant and resources such as time as a variable, districts will come to see time as flexible and adaptable to better meet the individual needs of the learners in their care.